A escrita colaborativa no contexto da cibercultura: produção de memes em uma turma de 9º ano de Herval/RS

Abstract

This Critical-Reflective Report presents the intervention research conducted during the Professional Master in Education. The research had as its theme the use of digital technologies in the teaching and learning process, considering that we currently live surrounded by them daily. The general objective of the study was to analyze the incorporation of digital technologies in the collaborative writing process in the Textual Production discipline in a 9th grade elementary school class, trying to evaluate if this intervention collaborated with the teaching and learning process through the use of digital technologies. As central themes of intervention research were discussed cyberculture, digital technologies and teaching, collaborative writing in the educational context and textual production through collaborative writing. The applied research consisted of a pedagogical intervention developed in eight meetings lasting 1h and 30 min each, from August to October 2018, with the participation of 25 students from a public school in the municipality of Herval. The intervention consisted basically of collaborative textual production on specific themes and the elaboration of memes. The production of memes was intended so that students could express their creativity and make a relationship of image and writing during the activity. During the research students used as their main learning tool their mobile devices. To highlight the results of the research, the categories of analysis were constructed: “textual production in the context of cyberculture”, “collaboration and interactivity” and “the use of digital technologies as a tool for teaching and learning in cyberculture”. Based on the meetings held and the active participation of the students involved in the intervention research, it is clear that the students recognized that they can use their mobile devices also in the teaching and learning process, making this possible to make new learning possible. Thus, the intervention research developed also contributed to demonstrate that pedagogical practices based on interactivity and collaboration, coupled with the use of digital technologies in the teaching and learning process, enable the construction of knowledge.